• Journal of the Korean Institute of Educational Facilities
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• v.27 no.2
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• pp.79-86
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• 2020

Since the introduction of the new Variation Type school, few studies have focused on students' adaptation to the changes in their learning environments at school. This paper is based on the Stage-Environment Fit theory, which asserts that a successful school life(in terms of motivation to learn) is ensured only when the school environment meets the social and emotional needs of students. Focusing on the third-grade student's adaptation to a new Variation Type school during their middle school period, the following conclusions were drawn. First, the transition to a new Variation Type school during middle school is much more difficult than adjusting to a new Variatio Type school upon admission to middle school. Second, this difficulty in adaptation is caused by socio-emotional dissatisfaction in adolescent students, for whom deconstruction of previous friendships can hinder motivation to learn. Third, third-grade students who experienced stress due to spatial changes tended to have a negative attitude towards the new Variation Type itself as they feel more tired from failing to use the space properly. Fourth, to transition successfully to a new Variation Type school, socio-emotional problems must be solved through the reduction of scale of the homebase, and the provision of various choices increasing the number of homebase.

• Journal of Oral Medicine and Pain
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• v.39 no.1
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• pp.2-9
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• 2014

Purpose: The purpose of this study was to compare the clinical and radiographic features of temporomandibular joint (TMJ) osteoarthritis (OA) between adolescents and middle-old aged patients. Methods: The subjects were chosen among the patients who presented to the Department of Oral Medicine of Pusan National University Hospital and were diagnosed with TMJ OA by clinical exam, X-ray and cone-beam computed tomography (CBCT) from 2010 to 2011. We investigated 93 adolescent patients (12-19 years) and 53 middle-old aged (>45 years) patients who observed the erosive bony changes in TMJ. CBCT scans were retaken at intervals at an average of 8 months. Results: The adolescent patients showed unilateral degenerative changes more often, and the middle-old aged patients showed degenerative changes more frequently on both sides. The transition of bone changes to the improved group occurred most commonly in both the adolescent and middle-old aged patients. The adolescent patients were more likely to improve than middle-old aged patients. In the adolescent patients, loss of erosion and subjective symptoms occurred in shorter periods than in the middle-old aged patients. In the adolescent patients, the transition of erosion was distributed into proliferative, normal, and shortening in order. In the middle-old aged patients, the transition of erosion was distributed into shortening, proliferative, and normal in order. Conclusions: The clinical and radiographic features of TMJ OA are a significantly different between the adolescent and middle-old aged patients. Moreover, the difference by age of the adaptive and regenerative capacity of TMJ affects the prognosis of TMJ OA and adolescent patients have a better prognosis after treatment.

• Human Ecology Research
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• v.60 no.1
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• pp.53-68
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• 2022

Using a person-centered approach, the current study investigated latent profiles for the emotional and behavioral problems of students in sixth-grade in elementary school and second grade of middle school. The aim was to explore latent transition patterns and verify the factors affecting the transitions. The participants were 1,937 adolescents who responded to the 3^rd year (6^th grade of elementary school; Time 1), 4^th year (1^st grade of middle school), and 5^th year (2^nd grade of middle school; Time 2) of the Korean Children Youth Panel Study. Latent profile and latent transition analyses were performed. The results were as follows: first, the latent profile of emotional and behavioral problems changed from Time 1 to Time 2. The latent groups at Time 1 were classified into low, moderate, high, and externalizing-dominant, whereas at Time 2, five groups were identified: low, moderate, high, externalizing-dominant, and withdrawal-dominant. Second, transition analyses revealed that although 22.3-57.0% of latent groups remained unchanged, there were significant changes over time between groups, as a new group ('withdrawal-dominant') emerged in Time 2. Third, different factors influenced the latent profile transition of emotional and behavioral problems depending on the transition pattern. Higher levels of self-esteem, better relationships with peers and teachers, and lower levels of parental inconsistency meant emotional and behavioral problems had not worsened at Time 2. The results suggest that early interventions are needed during the transition from childhood to early adolescence.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.89-100
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• 2012

The purposes of this study were to examine the overall tendency of perception of school environment and school adjustment in early adolescents during their transition from elementary to middle school. Also, examine the differences of adolescents' perception of school environment and school adjustment before and after entering secondary education. For this study, a total of 781 adolescents from middle school were asked to answer the questionnaire. And some objects of study, a total of 119 adolescents had answered in the same questionnaire content at the end of sixth grade of elementary school. The main findings were as followings. First, adolescents' perception of school environment during the transition to middle school was relatively good level, but perception of school safety appeared to be lower than average. Second, adolescents' school adjustment during the transition was comparatively good, particularly school life adjustment and school peer adjustment appeared to be above average. Third, there were significant positive relationships between perception of school environment and school adjustment. Fourth, adolescents' perception of school environment significantly decreased after they entered middle school, and significant differences were found in teacher support. Fifth, there were no differences in school adjustment before and after entering middle school, however school class adjustment and school life adjustment were significantly increased after the entrance into middle school.

• Educational Technology International
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• v.24 no.1
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• pp.81-114
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• 2023

The study aimed to qualitatively examine middle school students' engagement in distance instruction during the COVID-19 pandemic. The participants comprised 119 students from a girls' middle school in Seoul, South Korea. To gain an in-depth understanding of the students' experiences, we collected their reflective journals, which included structured items about their learning engagement at three timepoints in 2020: April, July, and December. The following are the results: 10 themes and 18 concepts were derived, and they were integrated into causal conditions (sudden transition due to COVID-19), contextual condition (technology readiness, school education context), central phenomena (high level of behavioral engagement, low emotional engagement), interventional conditions (recognizing the potential of online learning, situational awareness about COVID-19 and online learning), action/interaction phenomena (development and use of self-regulated learning strategies), and consequences (changes in practices and perception towards online learning). Based on the findings, engagement patterns of the participants were classified into five types: proactive, conservative, receptive, reactive, passive learners. The present study demonstrated important findings that are essential for the improvement and development of engaging online learning strategies in the future.

• Women's Health Nursing
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• v.7 no.4
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• pp.486-498
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• 2001

The purpose of this study was to identify transition conditions, health behavior and indicators of healthy transitions among middle-aged women based on Schumacher & Meleis(1994) transition model for developing intervention program for their health promotion. A convenience sample of 221 women aged 40-60 was obtained in Jung-Gu, Seoul and they were asked to complete the questionnaires, which consisted of modified health-promoting lifestyle profile(HPLP), knowledge of menopause, physical well-being, emotional well-being, modified women's role integration protocol (WRIP), Beck's Depression Inventory(BDI), and indicators of healthy transition with subcategories such as subjective well-being, role mastery and well-being of interrelationship. The results were as follows: 1. Women had a mean age of 47.53 years. More than half(53.39%) of the women had jobs and 88.69 % had their spouses, Of 221 women, 51.13 % were premenopausal, 19.91% were perimenopausal, and 28.96% were postmenopausal. 2. Women scored lower on health responsibility and exercise than on self actualization, nutrition and interpersonal support among subcategories of health behavior measured the modified HPLP. Only 11.98% of respondents had breast-self examination and 42.66% had pap smear for screening cancer. 3. In transition conditions, women had poor knowledge about menopause and median level of physical well-being, emotional well-being and stress. 15.45% of the women had clinical depression. 4. As for the outcome index of the transition model, the mean of indicators of healthy transition was 3.69(possible range 1-5). 5. The levels of education and economic and the menstrual status were significantly related to physical well-being, depression and stress in the categories of transition conditions. The total score of health behavior correlated negatively with depression. The total score of indicators of healthy transition correlated with physical well-being, emotional well-being, stress, and depression in the categories of transition conditions. In conclusion, these findings suggested a profile of fragile middle-aged women and contributed to developing the community-based intervention program for health promotion.

• The Mathematical Education
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• v.50 no.4
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• pp.429-440
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• 2011

This paper analysed gifted middle students' conception of the definitions of point and line and the uses of definitions in proving. The findings of this paper suggest that the concept of mathematical definitions is very unnatural to students, therefore teachers and textbooks need to explain explicitly the characteristics of mathematical definitions which are different from dictionary definitions using common sense. Also introducing undefined terms in middle school geometry would give students a critical chance to deal with the transition from dictionary definitions to mathematical definitions.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.201-212
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• 2021

Curriculum content interest has been studied in terms of teachers rather than students in ways that help revise curriculum and develop textbooks. In this study, 227 first-year high school students were interested in what they learned in middle school and what they learned in high school, focusing on meaningful assumptions and contents for middle school and high school students. We analyze this difference in interest by gender and achievement level. According to the research results, first-year high school students, who are in the middle and high school transition period, have relatively high interest in themselves, such as youth development, compared to family needs or interest in family life. There were no gender differences, but there were differences in content interest depending on the level of achievement. This means that the content interest should be interpreted by considering various variables such as the development of learners, the situation of learners in the school-level transition period, and the entrance examination of universities. The results of this study will provide implications for future curriculum revisions, textbook development, and curriculum considerations, and will need to be carefully analyzed and utilized based on a learner-centered perspective.

• The Mathematical Education
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• v.53 no.1
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• pp.93-110
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• 2014

Algebra deals with so general properties about number system that it is called as 'generalized arithmetic'. Observing students' activities in algebra classes, however, we can discover that recognition of the generality in algebraic proofs is not so easy. One of these difficulties seems to be caused by variables which play an important role in algebraic proofs. Many studies show that students have experienced some difficulties in recognizing the meaning and the role of variables in algebraic proofs. For example, the confusion between 2m+2n=2(m+n) and 2n+2n=4n means that students misunderstand independent/dependent variation of variables. This misunderstanding naturally has effects on understanding of the meaning of proofs. Furthermore, students also have a difficulty in making a transition from algebraic proof to numerical cases which have the same structure as the proof. This study investigates whether middle school students can recognize dependent generality and make a transition from proofs to numerical cases. The result shows that the participants of this study have a difficulty in both of them. Based on the result, this study also includes didactical implications for teaching the generality of algebraic proofs.

• Journal of the Korean Home Economics Association
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• v.35 no.1
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• pp.401-414
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• 1997

This study examined the transition of costume in middle and high school girls after the abolition of school-uniform. Fashion photographs of $\ulcorner$Junior$\lrcorner$a Korean magazine for girls were used for the investigation. Skirts used mainly were changed in order of pleat tight flare and tight skirt And skirt length was changed in order of knee midi knee and mini. Slim baggy and straight pants together showed high frequency but after 1992 straight pants were used mainly. And pants of ankle length was prevalent. In jacket Hip line natural waist and H-line silhouette dominated. Silhouette of one-piece dress was changed in order or X line H line and A line. Semi fit and natural waist were prevalent. And length was changed in order of midi knee and mini. The coat of H line Loose semi fit and Knee length was the most frequently appeared style. Waist line of coat was changed in order of natural low no natural waist. In skirt blue white black and black were mainly in spring summer fall and winter respectively. In pants blue was used mainly regardless of the season, In jacket blue in spring and black in other seasons were used. In one-piece derss blue in spring red in summer black in fall and winter were used mainly. Black coat was used mainly. Therefore blue was the most frequently used color by middle and high school girls.